The aim of this study was to investigate the learning effects of implementing sport education model (SEM） on secondary school students. The participants were Form 3 students, included 27 boys and 18 girls. Qualitative and quantitative methods were applied. After the implmentation of SEM for 7 weeks, the findings were: (1) There was a significant difference on cognitive aspect between boys and girls; (2) There was no significant difference on affective aspect between boys and girls; (3) There was no significant difference on skill aspect between boys and girls; (4) According to the quantitative analysis, the degree of students' acceptance of SEM into the traditional teaching approach was high. They could learn the skills through the sports competition, and they completed various missions during role play process. It was useful for student to know the meaning of sports; (5) According to the participating teacher, SEM helped to supplement the teaching quality and enhanced the teaching competency. In conclusion, SEM enhanced the level of students' congnitive aspect; students' selfawareness could be increased through SEM integrated into physical education class. SEM facilitated teacher on mind-mapping and improved teachers' professional competency.

本研究旨在探討 45 位初三級學生(男=27；女=18），經過 7 週運動教育模式 教學後學習成效變化的情形。採質量相輔的方法進行研究。研究結果發現：（一） 在運動教育模式教學後，男女生認知部份逹顯著異差。（二）在運動教育模式教 學後，男女生情意部份未逹顯著差異。（三）在運動教育模式教學後，男女生技 能部份未逹顯著差異。（四）質的資料顯示學生對運動教育模式教學的接受程度 較高，在比賽型式中學習技能，在角色扮演中擔任競賽的不同任務，讓學生理解 運動的意義。(五）教師認為運動教育模式能幫助教師突破教學盲點，提升教師教 學能力。本研究結論為：運動教育模式能有效提升學生認知水平；透過學生對課 堂知覺能增強自我的瞭解；對教師而言，運動教育模式能啟發教師多方位的思考， 提升教師專業能力。